CCBC and Achieving the Dream

Transcription

1 CCBC and Achieving the Dream Scaling Up at CCBC: Going Above and Beyond with an Academic Success Course February 29, 2012 D.R.E.A.M. Achieving the Dream s 2012 Annual Meeting on Student Success Susan Delker, Dr. Mark McColloch, Sonya Caesar Mark Williams and Dr. Estelle Young

2 CCBC = 74,000 Students How to Deliver Student Success Change at Scale

3 No Boutique Programs Pilots Evaluated for Scalability

4 So, Acceleration in Developmental Education Tested and Doubled Each Term Term 1 Term 2 Term 3 Term 4

5 Comprehensive Academic Advising Group Labs Technology Faculty Role (including ACDV)

6 Close Gap Financial Literacy reach every student CRT aiming at all faculty

7 What Did We Do- ACDV 101 ACDV 101 Academic Development: Transitioning to College Scalable - the course is required in the first semester for all new full-time and part-time degree-seeking students. Cost effective- 1 credit; 1.5 contact hours, max class size 22.

8 ACDV Course Overview Major topics include life skills, academic skills, CCBC policies and resources, introduction to career exploration, academic planning, technology skills for learning. Standard grading system; D is passing.

9 Overview Experiential Face-to-Face, Online and Blended Continuous collaboration

10 Original Concept Four Academies Health Professions Business and Social Sciences Arts and Humanities STEM Challenges Registration Curriculum College readiness Financial needs Faculty training

11 Program Evaluation

12 Preliminary Outcomes Spring to fall retention Developmental education needs vs College readiness

13 Rates of Completion for African American Students African American/Black students success rate in ACDV 101 was 59% while Caucasian/White students success rate in ACDV 101 was 71%.

14 What We Have Learned? Course Scheduling Course Delivery System

15 What did it mean? Create Academies Increase the number of African American male ACDV sections Infuse Financial Literacy into the curriculum

16 Academies: Why Did We Start? School of Health Professions (SHP) - Need for early and intentional preparation for entry into rigorous health care career tracks Challenge: Developmental Education needs Persistence Existing ACDV curriculum

17 What Was Our Objective? Prepare Freshman for Requirements of SHP Programs Technical reading rigor and volume Employ same study methods as SHP Overall allied health focus Create awareness of various allied health career paths Infuse time management activities

18 What Did We Do? Created: Health academy within ACDV An integrated reading, note-taking, review, and test preparation module Using Anatomy and Physiology textbook Career lattice Career and educational plan/activities Focused time management strand

19 What Have We Learned? Success Rates Time restraints Goal conflict Future integrative opportunities

20 What Does It Mean? Revision and refinement of initial design Potential for growth

21 Financial Literacy: The Why An AtD Strategic Strand Faculty Survey

22 Financial Literacy: The Primary Goals Create awareness Analyze spending habits Needs vs. Wants Refund checks Implementing a Savings plan

23 Financial Literacy: The How ACDV 101 Curriculum Overview Course Design Framework Transtheoretical Model of Change Lesson #1 Mini Documentary Lesson #2 Pre & Post Surveys Feed the Pig Assessment Lesson #3 Micro Savings Class Project Lesson #4 Student Scenarios

24 Financial Literacy: The Outcomes Preliminary Data Program Expansion

25 African American Cohort What can be changed through institutional means? Broadening the scope Collaboration and Institutional Student enrollment

26 African American Cohort Strategic foci of course: Cultural differences Content development Responsibility & accountability Increasing persistence Collaborative learning Informal academic experiences Intrusive advising and journaling

27 African American Cohort Maximum participation- Monitoring sections Clean Sections Future Scaling Fall 2011 (all of these were in the first seven weeks) 203 students- 46 % success in the A-C range, 26% failed the course* 9% either withdrew or stopped attending. Fall 2012 scaling to 20 sections

28 African American Cohort Engage adjunct faculty with multiple connections to the College; and base them in a safe zone Student-faculty informal contacts Teacher behavior - Sustained attention and early interventions Face to face exposure with instructors Supportive Leadership Willingness to evoke change Suit needs of campus Instructor training- Involving other faculty/staff to teach and promote the vision

29 Contact Information Sonya Caesar, Developmental Education Coordinator Susan Delker, Department Chair, Academic Development Dr. Mark McColloch, Vice President of Instruction Dr. Estelle Young, Director, School of Health Professions Student Success Support Mark Williams, Director, Career Development and Counseling Services